Counting, Representation & Cardinality

Curriculum details

Strand

Number (Strand 1)

Sub-strand

Counting, Representation & Cardinality (1.1)

Content standard

B4.1.1.1 - Demonstrate an understanding of quantities and place value for multi-digit whole numerals up to 100,000.

Indicator

B4.1.1.1.4 - Compare and order whole numbers up to 10,000 and represent comparisons using the symbols "<", "=", ">"

Suggested placement

Term 1, Week 2 (Week 2 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• exemplars - p.5

Curriculum reference

Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 5

Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Learners identify numbers which are 1,000 and 10,000 more or less than a given five-digit or six-digit number. E.g. 2400 is 1,000 less than 3400. Learners use words such as: "equal to" "greater than" "less than" and later use symbols such as "<", "=", ">" to compare numbers up to 100,000 taking into consideration the place value of each digit in the given number. E.g. 1200 = 1200; 27345 > 26355,
E.g. 2 Learners work together in their groups to order a given set of numbers in ascending or descending order verbally and in writing. E.g. 1020, 1025,
2673, 2873,
E.g. 3 Give two numbers between 10,000 and 100,000 to each group and encourage learners to say as many things as possible about the two numbers. For instance, 21345 and 21534; 21345 is less than (smaller than) than 21534 or 21534 is bigger than (greater than) 21345, or 21345 is almost 200 less than 21534 etc. E.g. 2 ends mid-list: the page prints "E.g. 1020, 1025, 2673, 2873," with nothing after the last comma.